FOR ALL STUDENTS

DIFFERENTIATED INSTRUCTION STRATEGIES

CONTENTSWhat Is Adult Education? ......................................................................1

What Teachers Need to Know ...............................................................4

Meeting Students at Diverse Levels ........................................................4

Principles That Govern Effective Differentiation .......................................5

Student Characteristics for Which Teachers Can Differentiate ..................6

Elements of Curriculum That Can Be Differentiated ................................9

Additional Techniques for Differentiating Instruction .............................11

Differentiated Strategies for Assessment ..............................................13

Challenges and Conclusion ..................................................................19

Additional Resources ...........................................................................20

Sources ...............................................................................................20

Notes ..................................................................................................21

Adult Education is instruction, often at no cost, for adult students who

want to improve their employability, education, or English language

skills. Adult Education programs offer basic reading, writing, math,

and problem-solving classes, English language lessons, employment

preparation and training, Test Assessing Secondary Completion (TASC)

preparation, and other basic educational services for adult students.

Adult Education includes Adult Basic Education (ABE), Adult Secondary

Education (ASE) as well as English for Speakers of Other Languages

(ESOL / ESL).

Adult Education programs are for adults 16 years of age and older who

are not in school, who have academic skills below the 12th grade level,

and/or who need help learning English. The goal of Adult Education

is to help adults reach their full potential as workers, family members,

and citizens.

Adult Education is funded in part by the federal and state

governments, with local and community support. Many programs

receive grant funding from private and corporate sources. The New

York State Education Department’s (NYSED) Office of Adult Career and

Continuing Education Services (ACCES) unit oversees Adult Education

programs in New York. ACCES works with public schools, community-

based organizations, colleges, correctional facilities, and other agencies

to provide Adult Education services.

In Rochester, the Office of Adult and Career Education Services

(OACES) is a workforce preparation organization that helps adult

students learn the skills they need for success in the workplace and

outside the classroom.

With unique focus on the education and employment needs of New

York State’s adult citizens, several vital interests and goals can be best

served through:

• Ensuring that the needs of adults and out-of-school youth are met

through efficient and effective access to relevant services, programs,

and opportunities offered by the NYSED.

• Encouraging full participation of adults with disabilities.

WHAT IS ADULT EDUCATION?

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• Enhancing post-secondary transitions by developing the capacity of

individuals to engage in post-secondary education leading to high-

quality employment opportunities.

• Promoting workforce investment through unified collaboration

with the New York State Department of Labor and State and local

Workforce Investment Boards to assure that individuals have access to

a “one-stop” source for a full range of services leading to high-quality

employment opportunities.

• Supporting individuals experiencing poverty and relying on public

services to develop their capacity to earn income and develop assets

toward greater economic independence.

• Utilizing a more comprehensive and effective representation for

adults in coordinating services and program initiatives with New York

State agencies such as the Departments of Labor and Health, the Office

of Temporary and Disability Assistance (OTDA), the Office of Children

and Family Services, and the State University of New York (SUNY).

There are multiple literacies addressed by Adult Education.

• Survival Literacy

• Oral/Speaking and Written Literacy

• Cultural/Social and Civic Literacy

• Workplace and Employment Literacy

• Health Literacy

• Financial Literacy

• Technological and Digital/Electronic Literacy

• Geographic Literacy

• Media Literacy

• Environmental Literacy

• Scientific Literacy

The importance of each of these literacies in

an individual’s life varies based on specific circumstances. They all,

however, have the potential to greatly affect the life of every adult

and his/her family. Literacy begins within the family and is reinforced,

whether positively or negatively, in subsequent generations. Adult

Education seeks to reinforce, promote, and support literacy to help

adults reach their full potential as workers, family members, and

citizens and in turn continue the cycle of literacy into the future.

Adult Education provides for the Community in numerous ways:

• Adult Education programs benefit businesses, workers, and job seekers.

Businesses encourage Adult Education in order to provide and sustain

a highly skilled and specialized workforce a workforce with the skills

to perform a variety of tasks or workers with “cross-functional” skills.

Workers may receive promotions, gain more power in the job market,

or become more valuable employees by enrolling in Adult Education

programs.

• Adult Education training facilities often house state-of-the-art

equipment such as computers and computer-based training equipment.

• Adult Education programs benefit families. Increased literacy and

skills translate to a higher earnings potential for the household.

Parents’ literacy levels directly correlate to their children’s educational

success (according to the National Center for Families Learning).

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What Teachers Need to KnowHow can classroom teachers maximize the learning potential of their

adult students while at the same time attend to differences among

them? Instead of expecting students to adjust to the lessons they plan,

teachers need to plan their lessons to adjust to the students at hand. To

do this effectively, teachers need to understand and know their students,

including their current skill levels, strengths and challenges, interests and

preferences, and needs and goals. The challenge is for teachers to ensure

that the needs of all students are equally valued and equally served.

Differentiated instruction is an approach that does just this.

Meeting Students at Diverse LevelsThe goal of a differentiated classroom is maximum student growth

and individual success. Differentiated instruction is an approach that

enables teachers to plan strategically to meet the needs of every

student. Designed differentiation is the deliberate act of modifying

instruction or an assignment in order to customize the effect to match

the particular developmental level and skills of a student or group

of students. The ideal is to provide equivalent learning activities that

cater to the students’ strengths but bring all of the students to the

same learning objective. On one end of the spectrum is the one-size-

fits-all learning activity, while on the other end is the completely

individualized learning plan for each student.

Differentiated instruction has recently gained ground in adult

education. The cornerstone of differentiation is active planning: the

teacher plans instruction strategically to meet students where they

are and to offer multiple avenues through which they can access,

understand, and apply learning. In differentiating lessons to be

responsive to the needs of each student, teachers must take into

account not only what they are teaching (content), but also whom

they are teaching (individual students). They need to know the

varying readiness levels, interests, and learning profiles of each of

their students and then design learning options to tap into these three

factors. Evidence indicates that students are more successful in school

DIFFERENTIATED INSTRUCTION STRATEGIES FOR ALL STUDENTS

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and are more engaged if they are taught in ways that are responsive

to all of these factors. In adopting differentiated instruction, teachers

should address these three characteristics for each student within the

classroom.

Principles That Govern Effective DifferentiationBelow are some fundamental principles that help guide and support

differentiation. Understanding and adhering to these principles

facilitates the work of the teacher and the success of the student in a

responsive classroom.

• A differentiated classroom is flexible. Demonstrating clarity about

learning goals, both teachers and students understand that time,

materials, modes of teaching, ways of grouping students, ways of

expressing learning, ways of assessing learning, and other classroom

elements are tools that can be used in a variety of ways to promote

individual and whole-class success.

• Differentiation of instruction stems from effective and on going

assessment of student needs. In a differentiated classroom, student

differences are expected, appreciated, and studied as a basis for

instructional planning. This principle also reminds us of the tight

bond that should exist between assessment and instruction. As

teachers, we know what to do next when we recognize where

students are in relation to our teaching and learning goals. We are

also primed to teach most effectively if we are aware of our students’

learning needs and interests. In a differentiated classroom, a teacher

sees everything a student says or creates as useful information both

in understanding that particular student and in crafting instruction

to be effective for that student.

• Flexible grouping helps ensure student access to a wide variety

of learning opportunities and working arrangements. In a flexibly

grouped classroom, a teacher plans student working arrangements

that vary widely and purposefully over a relatively short period of

time. Such classrooms utilize whole-class, small-group, and individual

explorations. Sometimes students work in similar readiness groups

with peers who manifest similar academic needs at a given time. At

other points, the teacher ensures that students of mixed readiness

work together in settings that draw upon the strengths of each

student. Sometimes students work with classmates who have like

interests. In other situations, students of varied interests cooperate

toward completing a task that calls on all of their interests.

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Sometimes working arrangements are simply random; students work

with whomever is sitting beside them, or they count off into groups,

or they draw a partner’s name. Finally, in a flexibly grouped classroom,

students themselves sometimes decide on their work groups and

arrangements while at other times the teacher makes the call.

• All students consistently work with “respectful” activities and

learning arrangements. This important principle provides that every

student must have tasks that are equally interesting and equally

engaging while providing equal access to essential understanding

and skills. In differentiated classrooms, a teacher’s goal is that each

student feels challenged most of the time and each student finds

his or her work appealing most of the time. All students grapples

squarely with the information, principles, and skills which give them

power to understand, apply, and move on to the next learning stage

most of the time in the discipline being studied. Differentiation does

not presume different tasks for each student, but rather just enough

flexibility in task complexity, working arrangements, and modes of

learning expression so that students find the way in which they learn

a good fit for them much of the time.

• Students and teachers are collaborators in learning. While the

teacher is clearly a professional who diagnoses and prescribes for

learning needs, facilitates learning, and crafts effective curriculum,

students in differentiated classrooms are critical partners in classroom

success. Students hold pivotal information about what works and

does not work for them at any given point of the teaching learning

cycle; they know their likes and preferred ways of learning and can

contribute greatly to plans for a smoothly functioning classroom.

Students can learn to make choices that enhance both their learning

and their status as a student. In differentiated classrooms, teachers

study their students and continually involve them in decision making

about the classroom. As a result, students become more independent

in the learning process.

Student Characteristics for Which Teachers Can DifferentiateStudents vary in at least three ways that make modifying instruction a

wise strategy for teachers. The three primary differences are:

• Their readiness to work with a particular idea or skill at a given time.

• Pursuits or topics that they find interesting.

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• Learning profiles that may be shaped by gender, culture, learning

style, or intelligence preference.

ReadinessReadiness refers to a student’s knowledge, understanding, and

skill relative to a particular sequence of learning. It is influenced

by a student’s cognitive proficiency as well as prior learning, life

experiences, and attitudes about school. Readiness can vary widely

over time and according to topic and circumstance.

To differentiate in response to student readiness, a teacher constructs

tasks or provides learning choices at different levels of difficulty. Some

ways in which teachers can adjust for readiness include:

• Adjust the degree of difficulty of a task to provide an appropriate

level of challenge.

• Add or remove teacher or peer coaching, use of manipulatives, or

presence or absence of models for a task. Teacher and peer coaching

are known as scaffolding because they provide a framework or a

structure that supports student thought and work.

• Allow students to study the same concept by completing activities

appropriate to their readiness levels.

• Make the task more or less familiar based on the proficiency of the

student’s experiences or skills for the task.

• Vary direct instruction by small group need.

• Provide small group sessions or one-to-one teacher and peer support

or coaching.

InterestInterest arises from topics that evoke curiosity and passion in students

so that they want to invest time and energy to learn. When a student’s

interests are tapped, he/she is more likely to be engaged and to persist

in learning.

To differentiate in response to student interest, a teacher aligns key

skills and material for understanding with topics or pursuits that

intrigue students. For example, a student can learn much about a

culture or time period by carefully analyzing its music. A social studies

teacher may encourage one student to begin exploring the history,

beliefs, and customs of medieval Europe by examining the music of the

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time. Another student may be more engaged by a study of science in

the Middle Age.

Some ways in which teachers can differentiate in response to student

interest include:

• Use adults or peers with prior knowledge to serve as mentors in an

area of shared interest.

• Provide a variety of avenues for student exploration of a topic or

expression of learning.

• Provide broad access to a wide range of materials and technologies.

• Give students a choice of tasks and products, including student-

designed options.

• Encourage investigation or application of key concepts and principles

in student interest areas.

Learning ProfileLearning profile refers to how a student learns best. To differentiate in

response to a student’s learning profile, a teacher addresses learning

style, culture, gender, student talent, and/or intelligence profile.

Teachers differentiate by learning profile when they provide learning

activities that offer students choices for demonstrating mastery of

learning such as journals, videotape presentations, role plays, oral

histories, or project-based learning. Some ways in which teachers can

differentiate in response to student learning profile include:

• Create a learning environment with flexible spaces and learning

options.

• Present information through auditory, visual, and kinesthetic modes.

• Encourage students to explore information and ideas through

auditory, visual, and kinesthetic modes.

• Allow students to work alone or with peers.

• Ensure a choice of competitive, cooperative, and independent

learning experiences.

• Balance varied perspectives on an issue or topic.

• Provide authentic learning opportunities in various intelligence or

talent areas.

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Elements of Curriculum That Can Be DifferentiatedIn response to student characteristics of readiness, interest, and

learning profile, teachers can differentiate or modify learning

experiences in the three areas of content, process, and product.

• Content: The information that must be learned.

• Process: The combination of activities and input from the teacher

that engage the student in the content.

• Product: The outcomes of student learning that demonstrate

understanding or mastery.

In addition to these three areas, the learning environment is

another area where differentiation can occur. The physical learning

environment, including the “climate” of the classroom, overall layout

and feel, materials that reflect diverse cultures, routines that allow for

students to receive assistance when the teacher is not available, and

the way the class is structured to allow some students to work quietly

while allowing for other students to engage with one another, can

affect students in different ways.

ContentA teacher can differentiate content. Content refers to what students

need to learn: the major concepts, principles, and skills that are taught.

All students should be given access to the same content. Teachers

should adjust the degree of complexity using diverse instructional

processes to teach the content. In this way, all students learn the same

concepts but in different ways.

Content includes both what the teacher plans for students to

learn and how the student gains access to the desired knowledge,

understanding, and skills. In a differentiated classroom there are many

instances where essential facts, materials to be understood, and skills

remain constant for all students. Some of the ways a teacher might

differentiate access to content include:

• Use math manipulatives with some but not all students to help

students understand a new idea.

• Use texts or novels at more than one reading level.

• Present information through both whole-to-part and part-to-whole

approaches.

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• Use a variety of reading-buddy arrangements to support and

challenge students working with text materials.

• Re-teach students who need another demonstration, or exempt

students who already demonstrate mastery, from reading a chapter

or from sitting through a re teaching session.

• Use texts, computer programs, tape recorders, and videos as a way of

conveying key concepts to varied students.

ProcessA teacher can differentiate process. Process refers to the way in

which the content is taught. A familiar synonym for process is activity.

Therefore process is the activity that helps students understand and

eventually “own” the concepts and skills being taught. An effective

process generally involves students in using an essential skill to come to

understand an important idea; it is clearly focused on a learning goal.

The key to differentiating process is flexible grouping in which students

are sometimes grouped by readiness levels, sometimes by interest, and

sometimes by learning profiles. For example, a teacher might group

students with a similar readiness level for reading instruction and then

regroup them by interest to discuss current events or a movie they

have all viewed. By varying the groups in which students participate,

teachers prevent labeling students as members of the “fast group” or

the “slow group,” thus encouraging a respect for difference among

students. This approach also supports the growth of a strong sense

of community among everyone in the class. It would be difficult to

differentiate instruction without using flexible grouping.

As another example, a teacher can differentiate a process by providing

varied options at different levels of difficulty or differing amounts of

student interest. He/she can offer different amounts of teacher and

student support for a task. A teacher can give students choices about

how they express what they have learned during a research exercise;

for example, providing options of creating a political cartoon, writing

a letter to the editor, or making a diagram as a way of expressing what

they understand about relations between the British and colonists at

the onset of the American Revolution.

ProductsA teacher can also differentiate products. Products allow students to

demonstrate whether they have learned the key concepts and skills

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of a unit and to apply the learning to solve problems and take action.

Different students can create different products based on their own

readiness levels, interests, and learning preferences. Students should be

given a choice of four or five products to allow them to demonstrate

mastery of learning. Students also may elect to work alone or in small

groups on their products.

Some examples of products are a portfolio of student reports

or written work, an oral presentation, a group discussion on key

concepts, a short book in which the key concepts are explained and

described, a game centered around the characters and theme of a

book, an exhibition of solutions to real-world problems that draw on

knowledge, understanding, and skill achieved over the course of a

semester, an end-of-unit project, or a complex and challenging paper-

and-pencil test. A good product should be related to real problems,

concerns, and audiences and should synthesize rather than summarize

information. It should cause students to rethink what they have

learned, apply what they can do, extend their understanding and skill,

and become involved in both critical and creative thinking. Among the

ways to differentiate products are to:

• Allow students to help design products around essential learning goals.

• Encourage students to express what they have learned in varied ways.

• Allow for varied working arrangements such as working alone or as

part of a team to complete the product.

• Provide or encourage use of varied types of resources in preparing

products.

• Provide product assignments at varying degrees of difficulty to match

student readiness.

• Use a wide variety of assessment types.

• Work with students to develop quality rubrics that allow for

demonstration of both whole-class and individual goals.

Additional Techniques for Differentiating InstructionTo manage effectively the differentiation of process to students

of different skills and needs, teachers need to employ a range of

instructional strategies such as:

• Scaffold the learning activity from hard to medium to easy.

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• Set up stations in the classroom where different students can work

simultaneously on various tasks; stations naturally invite flexible

grouping.

• Have students set agendas or personalized lists of tasks to complete

in a specified time, usually two or three weeks.

• Structure problem-based learning to have students actively solve

problems either individually or in small groups much the same way

that professionals perform their jobs; this also supports building a

community of students.

• Assign tiered activities to allow students to work on the same

concepts but with varying degrees of complexity, abstractness, and

open-endedness.

• Use entry points so that students can explore a topic through as many

as five avenues.

o narrative (presenting a story)

o logical-quantitative (using numbers)

o foundational (examining philosophy and vocabulary)

o aesthetic (focusing on sensory features)

o experiential (hands-on)

• Use choice boards from which students can select one of several work

assignments that are printed on cards and affixed to a board.

• Employ compacting; the teacher assesses students’ knowledge and

skills before beginning a specific unit of study to allow students who

do well on the pre-assessment to move on to more advanced work.

• Break assignments and activities into smaller more manageable parts

and provide more structured directions for each part.

• Encourage students to use different tools to perform the same task

such as paper/pencil, manipulatives, or computer.

• Use flexible pacing to allow for differences in students’ ability to

master the key concepts.

• Encourage independent study for students who want to work on

their own on topics of interest to them.

• Use portfolios as a means for reflecting on student growth over time.

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Differentiated Strategies for AssessmentDifferentiated assessment is an on-going process of evaluation where

the teacher gathers information and data before, during, and after

instruction to better facilitate the learning. This process ensures success

for all students in the differentiated classroom. Data is provided

from a variety of sources and assists in giving an overall view of

student achievement. It is essential when assessing students in the

differentiated class that the assessment is authentic. It must therefore

offer students a variety of tasks demonstrating real-life skills to assure

the teacher that the student has acquired the skills or concepts which

have been presented, is based on standardized criteria to provide

validity, and guides students for roles in adult life.

Formative Pre-Assessment ToolsIn a quality class, the teacher performs assessment before the learning

takes place. This ensures that the teacher plans the lessons to best meet

the needs of the students. The following are examples of formative

pre-assessment tools.

Ponder and PassOn a chart the students write the facts they know on the given

concept, information they want to learn, and questions they want to

explore. The paper is then passed around the room.

Signal and Action ResponseStudents perform an action which indicates their level of

understanding of a concept, for example:

• Waving hands = “I Know It”.

• Shrug of shoulders = “I Have a Hunch”.

• Thumbs down = “I Have No Idea”.

Take a StandThe teacher places numbers around the room and groups are formed

by having students move to a number based on their understanding.

Students within each group discuss what they know about the concept

or what they want to know.

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Knowledge Base Corners or Squaring OffThe students form groups by moving to a corner based on their

understanding of a concept. The teacher predetermines the level of

understanding for each corner. The students discuss the topic with

their group members. For example, the corners could include “Not a

Clue”, “I Know a Little Bit”, “I Know a Lot”, and “I’ve Got It”. Another

option would be “Little League”, ”Minor League”, “Major League”,

and “World Series”.

Content BoxesThe teacher provides the students with graphic organizers based

on the new unit of study. The graphic organizers are divided into

categories and subcategories connected to the topic. The students

complete the information they already know.

Content SurveysThe teacher poses questions based on the unit of study to provide

background information on the topic. For example, ”How does this

topic relate to you?” or “What do you want to know about the

upcoming topic?”.

BrainstormingBrainstorming can be used to give the students a voice in the upcoming

unit. For example, list the terms, facts, or concepts you know about our

new topic.

ELO (Evening Learning Opportunities)Students are asked to gather information on an upcoming topic; the

assignment is to be completed independently at home. Work should not

be graded and is not considered homework. For example, be a detective

and locate a recipe that uses tablespoons, teaspoons, and a cup to

measure ingredients; bring a copy of the recipe to school to share.

PretestThe test reveals the background knowledge-base of the students.

Standardized Testing DataAnalyze and interpret previous standardized testing data related to the

unit of study.

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BoxingStudents draw a box in the center of a page. They then draw a smaller

box inside the first box. In the outside box the students print what they

know about the topic. In the inside box the students print what they

want to learn or what is their goal for the unit.

Yes/No CardsStudents have cards with “Yes” written on one side and “No” written

on the other. The students are asked questions and hold up the

appropriate side of the response card.

Assessment During the LearningIn order to maintain a high quality learning environment, it is

necessary for the teacher to perform assessments during the learning.

The on-going assessment provides essential information which helps

to facilitate the learning. The following are differentiated strategies to

help support this type of assessment.

ObservationThe teacher continuously notes evidence of learning by collecting data

on student progress or lack thereof. The teacher judges if a student can

properly perform a task previously demonstrated or apply a concept

covered in a prior lesson to a new or different assignment. This is one of

the most effective formative assessment tools available to the teacher.

Know it! Show it!Some examples of how students show it are:

• Tell a partner the answer to a question from the teacher; compile all

the answers.

• Say the correct answer together as a class.

• Come to consensus as a group and create a platform.

• Tab the answer with a sticky note flag.

• Place a game piece on the answer.

• Demonstrate with a manipulative.

• Role-play to create a simulation.

• Demonstrate and tell the process used.

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• Tell the step-by-step procedure used.

• Mark in class notes using a unique symbol or font.

• Point to the answer or example on/in a graph, passage, text, SMART

board, book, picture, sentence, computer, transparency, diagram,

journal, bulletin board, document reader, or chart.

Response CardsCards are given to each student. On one side of the card is an answer

such as, “I Know” or “I Understand” while the reverse of the card has

the opposite answer such as, “I Don’t Know” or “Lost”. When the

teacher asks a question, the students show the correct side according

to their understanding.

High FiveStudents use a five point ranking to indicate their understanding.

• 5 = “I Understand It and Can Explain It”

• 4 = “I Can Use It but Cannot Explain It”

• 3 = “I Am Growing but Need Help”

• 2 = “I Am Beginning to Understand”

• 1 = “I Am Lost”

A Bump in the RoadA student writes a problem or question on the top of a piece of paper.

The student passes the paper amongst three to five classmates to get

their suggestions or answers to the question. Each person must initial

their response to overcome the bump in the road.

Sketches from the MindStudents make simple sketches to represent key words or as symbols to

identify facts or concepts.

Checkpoint TestsThe teacher uses periodic checkpoint tests after reading or

demonstrating a skill. This gives the teacher a quick assessment of the

ability level of the students.

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Thumb ItStudents indicate with their thumb their knowledge on the concepts.

• Upside = “Know a Lot”

• Onside = “Know Some”

• Downside = “Know Very Little”

Face the FactStudents indicate their responses to teacher questions with emoticons

such as happy face, straight face, or sad face. The emoticons can be

drawn on paper and students hold up the appropriate face.

Reaching for the TopStudents extend an arm straight up in the air. They move the opposite

hand up the straight arm as a gauge of their understanding. The

higher the second arm is placed, the greater the understanding.

Formative Assessment After the LearningIt is obviously essential for the teacher to assess the students after the

learning to ensure growth has taken place. The following examples are

intended to provide immediate feedback on progress.

Effective Questioning Techniques• Open Ended Questions: These questions require the students to think

and formulate their answer. Sample questions could be “Explain

How”, “Describe”, “Tell More About”, “What Is Your Opinion of”, etc.

• Reflection Questions: These questions will require students to

analyze and reflect on their work. Sample questions could be “What

Discoveries Have You Made?”, “What Is the Most Important Thing

You Learned?”, “What Do You Need to Learn Next ?”, etc.

Post-Sharing Celebrations• Wraparound: Each student writes a piece of important information

on a piece of paper. Students are then put into groups where they

take turns sharing the information they wrote down.

• Carousel Gala: The teacher hangs chart paper with headings around

the room. The students are divided into groups and assigned to one

of the papers. The students write what they know about the topic on

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the paper. The teacher then has the students rotate to the next paper

where they add information that is not already on the chart.

• Rhythmic Fanfare: The students are divided into groups. Each

group is required to make a song, poem, jingle, rap, or chant about

specific information from the unit of study. They present these to

the rest of the class.

Assessing With JournalsThe student reflects on his/her work through journal entries.

Jazzy Journal AssessmentStudents may use one of the following examples as their journal entry.

• Design a sequence.

• Sketch or draw a picture.

• Create a caricature.

• Use a graphic organizer.

• Make a graffiti list using various fonts and colors.

• Create a song, rap, jingle, rhyme, chant, or cheer.

• Use metaphors or similes.

Performance AssessmentThe content is shared through a wide variety of methods such as

speeches, lists, stories, brochures, etc.

Teacher-Made Tests• True-false

• Multiple choice

• Fill in the blank

• Open-ended questions

• Performance tests

• Skills tests

• Problem based

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PortfoliosPortfolios are a collection of student work. Often the teacher picks

some of the items for the portfolio and the student chooses some of

his/her own contributions.

Wraparounds IIThe students sit in a circle and they take a turn telling:

• Something the student will use from the information or activities

learned today.

• Something the student will remember from today.

• A significant “AHA!” moment from today.

• “I Have Learned”.

• “I Hope to Learn”.

Conversation CirclesThe students are put into groups of three. The first student begins

talking and continues until the teacher says stop. The second student

continues where the first student left off. On the signal, the third

student picks up from the second student.

DonutThe students draw a donut shape. On the outside the students print

“I Am Learning” and on the inside they print “I Know”. They fill in the

donut accordingly and share their answers with the class or a group.

Challenges and ConclusionThe greatest challenge to implementing differentiated instruction

relates to planning time. Planning time is necessary for teachers to

assess the students’ needs, interests, and readiness levels. They also

require time to determine key concepts and organizing questions.

Lastly, time is needed to design appropriate activities for each student.

The next challenge relates to classroom management and the changing

role of the teacher from dispenser of knowledge to facilitator of

learning. The third challenge concerns the need for teachers to acquire

and use strategies that may be new to them.

A teacher who is comfortable and skilled with the use of multiple

instructional strategies is more likely to effectively reach out to

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a diverse group of students than is the teacher who uses a single

approach to teaching and learning. Numerous instructional strategies

invite attention to student readiness, interest, and learning profile.

An appropriately differentiated classroom offers suitable levels of

challenge to match each student’s abilities, interests, and preferred

learning profile while maximizing the potential of all.

Additional ResourcesPieces of Learning

www.piecesoflearning.com

SourcesCarol Ann Tomlinson and Susan Demirsky Allan, (2000) Leadership for

Differentiating Schools & Classrooms. Association for Supervision and

Curriculum Development (ASCD)

Chapman, C. & Gregory, G.H., (2007) Differentiated Instructional

Strategies: One size Doesn’t Fit All, second edition. Thousand Oaks.

California: Corwin Press.

Chapman, C. & King, R., (2012). Differentiated Assessment Strategies:

One Tool Doesn’t Fit All, second edition. Thousand Oaks, California:

Corwin Press.

Edutopia

www.edutopia.org

National Center for the Study of Adult Learning and Literacy

www.ncsall.net

UNC School of Education

www.learnnc.org

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NOTES

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oaces.net